Search results for: Supplementary schools
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The MOFET Online Academy for Jewish Studies is proud to announce an exciting online learning program for Jewish Supplementary School Teachers. This online study program includes courses in teaching Jewish holidays, prayer, teaching Hebrew Language, family education, and technology in the classroom, as well as electives in subjects including teaching prayer, the Holocaust, and other educational arenas.
Updated: Aug. 07, 2012
Jack Wertheimer, Ed., Learning and Community: Jewish Supplementary Schools in the Twenty-First Century: Book Review
What can we learn from 10 of the nation's best Jewish supplementary schools? Learning and Community explores this question. Five research teams, each comprised of a researcher and an advanced practitioner, used the qualitative approach of portraiture to present detailed pictures of 10 supplementary schools from around the country. The book is organized by type of school: three of the schools in the study are small schools, including an afterschool program not connected to a congregation; five are larger suburban congregational schools; and two are community high schools.
Updated: Jul. 04, 2012
Julie Wiener writes of the new Jewish Journey Project (JJP) a collaborative effort of seven congregations, the JCC in Manhattan, the 14th Street Y and various other Jewish institutions which is poised to revolutionize part-time, pre-b’nai mitzvah Jewish education in NYC when it launches this fall.
Updated: Jun. 05, 2012
Tamar Runyan writes about several Chabad-Lubavitch centers around the country that have begun offering free Hebrew schoolprograms, using the incentive of a tuition-free experience to help ensure that Jewish children of all stripes have access to Jewish education from an early age.
Updated: May. 14, 2012
The Partnership for Effective Learning in Education (PELIE) is launching a series of three regional conferences for complementary Jewish educators and administrators to help them 'leapfrop' ahead (kadima) in harnessing technology within the classroom. The first conference is scheduled to be held in Cleveland, Ohio on July 19, 2011. The conference is designed to be attended by teams of three who may be at varying levels. The conference design will provide a keynote by a thought leader on the field of educational technology as well as breakout sessions which offer participants a chance to experiment with technology tools in a safe, small group environment --meeting the learners where they are.
Updated: Jun. 14, 2011
This issue of EdJewTopia looks at professional development through a variety of different lenses. It explores practical suggestions, the implications of new technology tools, training educators to address learning differences and new angles for achieving real, meaningful development. EdJewTopia is an e-newsletter devoted to the field of complementary Jewish education (CJE). There are hundreds of thousands of children engaged in community programs, synagogue schools, homeshuling, experiential retreats, and other modes of Jewish engagement. EdJewTopia is designed to highlight professionals' great work, support educators and parents with new tools, and inform the community at large about CJE.
Updated: May. 24, 2011
For Charters’ Jewish Cousins, So Near, So Far: The Tricky Relationship Between Hebrew Charter Schools and Their Religious After-School Programs
Julie Wiener, associate editor of The Jewish Week writes about the development of after-school Judaic studies programs for students from the new Hebrew charter school movement. These private, optional programs offer a chance to engage unaffiliated Jewish children while also compensating for what is, from the Jewish community’s perspective, a major shortcoming of Hebrew charter schools: their inability to teach Bible, prayer or other religious content.
Updated: Mar. 09, 2011
The New Hebrew School Will Take A Village: Envisioning a Family-Centered, Synagogue-Based and Community Enriched Model
Rabbi Joy Levitt, the executive director of the JCC in Manhattan, shares her vision of a new model for Jewish supplementary education which would replace the traditional after-school Hebrew school mode,l which many students and parents see as highly unsuccessful in providing a Jewish education. She proposes a model based on a communal responsibility for Jewish education, placing more choice (and responsibility) in the hands of children and parents and providing children the opportunity to follow their passions.
Updated: Mar. 08, 2011
Tefillah is a central component of the curriculum at many congregational schools. Yet despite the time and resources that congregational schools dedicate for “tefillah education,” large numbers of Jews (both children and adults) continue to feel uncomfortable and incompetent in Jewish worship. This research begins to answer the question, “How might we better prepare our children for entry into Jewish communal worship throughout their lives?” Through case studies of three synagogues with reputations for strong, innovative education programs as well as vibrant worship, the author discovered that it is possible to succeed in tefillah education if “success” is defined narrowly: believing, behaving, or belonging.
Updated: Mar. 08, 2011
The Re-Imagine Project (of the Experiment in Congregational Education) is an attempt to engender innovation in congregational schools. A long-term study of 24 participating congregations in Greater New York examined the extent to which the effort yielded new models of education (radical change). The study included surveys of task force members and interviews with 101 key informants. Results show four patterns of change: radical, replacement of old forms with new forms, creation of alternatives, and addition of programs. Factors related to starting points, the change process, and resources were found to influence which synagogues achieved deeper levels of change.
Updated: Mar. 08, 2011